Year 2 Curriculum Outline Autumn 2019
Year 2 Curriculum Outline Autumn 2019 Food Glorious Food ~ Around the World
Humanities - Social Understanding During our Food Glorious Food thematic learning, pupils will be researching where their snacks come from around the world. During Around the World, the pupils will be using books about continents, countries, and capital cities as sources of information. They will then be investigating the features of the United Kingdom using different maps, developing our map-reading skills. The pupils will be using Bluebots to follow direction and explore compass points, programming them to follow the pupil’s instructions. They will finish the topic by researching, planning, and presenting a presentation on a country of their choice. In RS pupils will be spending the term looking at festival celebrations across a number of different religions. Initially, we will look at celebrations such as Birthdays and Harvest that the children will have experienced. Following this, we will consider the significance of light
within various religions, such as the Jewish festival of Hanukkah and Christmas for Christians. In each of these foci we will be using specific vocabulary, discussion, iPad research and will consider different ways of recording information learnt.
Language and Communication In English, the pupils will begin the year studying ‘The Twits’ by Road Dahl; a story about a couple who like to play mischievous tricks on each other in the ‘familiar setting’ of their home and garden. As a number of these tricks involve food, this links well with the theme this term. The pupils will consolidate their narrative (story) skills and knowledge from Year 1 (story structure, key characters, and events) and extend it by learning to use more ambitious vocabulary for character descriptions, such as expanded noun phrases, and more advanced punctuation, such as using inverted commas as speech marks. They will also be introduced to the process of reviewing and editing their own work. The pupils will have an opportunity to read, discuss and perform a range of poems by Michaell Rosen (food poems), Road Dahl (rhymes from ‘The Twits’) and Edward Lear (‘The Owl and the Pussycat’, and ‘The Jumberlies’). The skills focus will be on understanding and using adjectives and alliteration in acrostic poems, which the pupils will write both as a class and individually. Stories from around the world will begin with a focus on drama. The pupils will study two short animated films; one set in a mythical Pacific Island and the other in a desert African country, which will give them a glimpse into the lives of people from around the world. Through a range of drama based activities, the pupils will explore and reflect on the emotions and cultures of the key characters. These insights will help inspire them to write their own stories set in these places. The pupils will end this term with the non-fiction unit ‘Instructions’ and learn about imperative or ‘bossy verbs’, and organising their ideas in clear, logical steps. Their learning will be anchored around a book called ‘Lunch at Number 10 Pomegranate Street’, in which every resident is preparing a special meal to share with their neighbours. It gives a wonderful insight into world cuisine, as well as being a springboard for some recipe ideas. In addition, pupils will also be following the Read, Write, Inc. ‘Spelling’ and ‘Phonics’ programmes, which are robust and fast-paced schemes to teach pupils to read and spell accurately through an understanding of phonics and spelling rules, underpinned by regular practice. In Modern Languages, the primary focus is on listening, understanding, and speaking. The pupils will learn through a range of songs, stories, rhymes and games. Lessons will link to the thematic learning topics, for example by naming fruits in Spanish or by counting vegetables in French; using these pieces of vocabulary as starting points for describing objects by colour and size. The pupils will also learn a poem and focus on both pronunciation and performance skills, as well as understanding how their voice conveys meaning. At the start of term, we introduce the pupils to classroom language and basic
instructions whilst, when Christmas approaches, they will learn a song in both languages. They will have plenty of opportunity to practise counting, whilst pronunciation practice will focus on the key vowel sounds.
Mathematical Understanding The first topic this term is place value which will include counting objects to 100, and reading and writing numbers in numerals and words. Pupils will also learn how to use a place value chart, and compare and order objects and numbers, as well as count in 2s, 3s, 5s and 10s. Next pupils will move onto addition and subtraction; specifically bonds to 20 and 100. They will be taught to check their calculations and work out 10 more and 10 less. Pupils will also add and subtract 2-digit numbers with, and without, crossing 10, and 3 1-digit numbers. The third topic is money, including counting, selecting, making the same amount, finding totals, finding change and 2-step problems. The final topic is multiplication and division. Pupils will study the 2, 5 and 10 times tables, multiplication sentences, use of arrays and recognising, making and adding equal groups.
Physical Education and Well-being In PE this term the pupils will be taking part in fencing, swimming and gymnastics on rotation throughout the term alongside other individual sports, including indoor athletics. For their games session, they will be learning multi skills; these lessons will focus on balance, agility, coordination, dodging and some racket sports. After half term, pupils will then be introduced to small sided invasion games to help develop team building, scoring, attacking/defending and possession. For PSHEE this term, the pupils will have the opportunity to identify their own responsibilities both inside and outside of school. They will also discuss the areas of their lives for which adults are responsible and consider how this might change as they grow up. They will either create or reflect on existing classroom or school rules and talk about why they have been made and what they mean in practice. The children will explore simple reasons for why bullying happens, which includes exploring how bullying occurs when people do not respect and value diversity and difference. The pupils will identify a basic range of emotions, developing a language to describe them, and consider what prompts different feelings in themselves and others. They will explore how those emotions affect how we think, feel and behave. Forest School is a superb way for our pupils to learn holistically through play and exploring, following their own curiosity. Pupils learn to connect with their environment, manage risks and use their initiative to solve problems and cooperate with others whilst developing their resilience, creativity, confidence and independence skills. This term they will be learning about fruit trees and seeds, and which animals eat the fruit. Pupils will be foraging for edible
fruits e.g. elderberries, sloes, blackberries, rose hips and Hawthorne to cook over the fire to make ‘berry leather’. They will also be making our own paint brushes using willow and making paint using the berries.
Creative and Performing Arts In Plan Learn Do Review pupils have the opportunity to lead and direct their own learning. Over a four week cycle the pupils will Plan what they want to do which may be digitally via a video, or using pictures, words and labels. The pupils then spend a session to Learn something that will contribute to the successful Do session. Perhaps colour mixing, cutting cardboard, threading a needle, or finding out what a rocket really looks like. Finally, in the fourth week, it is Do day; on this day the pupils execute their Plan. You may be asked to bring in some specific resources to help on this day such as a cardboard box or some small cakes for decoration. Often the pupils link their project to the theme but it is up to them. In Music pupils will be learning how to notate well known songs by visually representing the rhythm and the pitch. They continue to play musical games to develop their singing and understanding of music. Pupils will be playing the recorder and will be learning the notes A and B. Afte half term they will start to prepare for the spring term musical production. The pupils will be practising their Create Design and Engineering skills, such as planning and food safety, by creating fruit salads in Food Glorious Food. They will then be evaluating how successful these were. During Around the World, the pupils will be learning about holiday cakes from around the world and then working together to follow a recipe and create a class Christmas cake. With an art focus, the pupils will be practising using the primary colours to mix colours and using work from Tracy Hall to explore the relationships between the mood and feelings created by colour. The pupils will be learning about sculptors, sculptures, media and materials from around the world and then having a go at creating their own, finally evaluating this work.
Scientific Understanding (Thematic) As part of our Food Glorious Food topic, pupils will be understanding why fair tests are important; applying this in experiments involving attempting to dissolve various food items such as sugar, salt and pepper. They will be learning how to record their results in tables and graphs and asking questions to help them plan experiments by rehydrating dried food products. The pupils will be learning about the different parts of plants and exploring the different plants that we eat.
Digital
The Inner Wheel With the Google apps at the heart of digital curation our pupils use Google Classroom to complete work digitally and hand in work that is produced in a variety of ways. We have identified 7 main apps, our EverGreen apps, that help to showcase our pupils’ learning. An animation, movie or annotated piece of work provides richer feedback for the teacher and ultimately helps to make greater progress. Explain Everything www.explaineverything.com Green Screen www.doink.com Stop Motion www.cateater.com Strip Design www.vividapps.com/Strip_Designer/ Notability www.gingerlabs.com Book Creator www.bookcreator.com Puppet Pals www.polishedplay.com The Outer Wheel We have a number of apps that we use consistently throughout our curriculum that lend themselves to our creative approach. We avoid apps that are specific to a particular outcome, preferring content free apps that can help to enhance our pupils work and understanding. Some examples are: Minecraft, iMovie, KeyNote, Pages and Padlet.
Coding Another aspect of our digital curriculum is the coding/programming skills that are embedded in all subjects or taught discretely in Years 5 and 6. We have identified a progression of apps that help to develop our pupils ability to code. The apps provide variety and challenge and help to develop the computation skills that are crucial learning in our digital work. We combine the coding experiences with physical output. Using Spheros, BBC Micro:Bits and Ozobots provides visual outcomes that bring our code to life. As our pupils develop further they transition on to written code.
Thinking Toolkit
Alongside and underpinning our curriculum we ensure that our pupils are developing as active learners and active thinkers. Throughout each subject area pupils are encouraged to use their range of thinking tools and reflect on when and how they are using them. Pupils are encouraged to reflect on how their thinking tools underpin all aspects of their learning and not just in the more obvious ways. How are they creative in maths? How do they enquire in English? How are they critical in Music? How do they think computationally in PE?
Inclusion This curriculum map outlines the core curriculum for each year group each term but at the heart of our wheel is the individual learner. Each subject area has a progression of skills which enables staff to stretch or support individuals as and when they need a little help, a bit of a push or a just a different way in. Within our classrooms through planning, teacher knowledge and interactions work is differentiated to suit the needs of each individual.